YEAR

REGION

RPP

TITLE

AUTHOR(S)

2023

Northeast

Boston P-3

Going the Distance: Disparities in Pre-K Enrollment in Higher-Quality Schools by Geographic Proximity, Race/Ethnicity, Family Income, and Home Language

Meghan McCormick, Mirjana Pralica, JoAnn Hsueh, Christina Weiland, Amanda Ketner Weissman, Anna Shapiro, Samantha Xia, Cullen MacDowell, Samuel Maves, Anne Taylor, and Jason Sachs

2022

Northeast

BERC

Baltimore City’s Young Children: Prenatal to Five Experiences

Lieny Jeon, Curt Cronister, Briana Bostic, Margo Candelaria, Natalie Schock, Xiangyu Zhao, and Jun Wang

2021

Northeast

Boston P-3

Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten

Meghan McCormick, Christina Weiland, JoAnn Hsueh, Mirjana Pralica, Amanda K. Weissman, Lillie Moffett, Catherine Snow, and Jason Sachs

Northeast

Boston P-3

The Kindergarten Hotspot: Literacy Skill Convergence Between Boston Prekindergarten Enrollees and Non-Enrollees

Christina Weiland, Rebecca Unterman, and Anna Shapiro

Northeast

REL NEI

Characteristics of Approved Universal Prekindergarten Programs in Vermont in 2018/19

Clare W. Irwin

2020

Northeast

REL NEI

Enrollment Rates of Children in Universal Prekindergarten Programs in Vermont in 2016/17

Kyle DeMeo Cook, Clare W. Irwin, and Audrey Gallo

South

ERA New Orleans

Does Information About High-Performing and Close-to-Home Schools Affect Families’ Choices on the OneApp?

Jon Valant and Lindsay Weixler

South

ERA New Orleans

Effects of Public Quality Ratings on Parents’ Early Childhood Program Preferences

Lindsay Weixler, Jane Arnold Lincove, Matthew Larsen, and Catherine Balfe

South

ERA New Orleans

Increasing Access to Head Start Through Text Messages

Alica Gerry, Lindsay Bell Weixler, Jon Valant, Daphna Bassok, and Justin B. Doromal

South

ERA New Orleans

White and Higher Income Students are More Likely to Benefit from OneApp’s Half-Mile Admissions Priority

Alica Gerry, Catherine Balfe, and Lindsay Bell Weixler

South

HERC

Strategies for Increasing Access to HISD Pre-K Programs (Part 2)

Erin Baumgartner and Courtney Thrash

2019

Northeast

Boston P-3 

Findings on Boston Prekindergarten Through Early Elementary School

Christina Weiland, Rebecca Unterman, and Anna Shapiro

Northeast

Boston P-3

If You Offer it, Will They Come? Patterns of Application Behavior in a Universal Preschool Context

Anna Shapiro, Eleanor Martin, Christina Weiland, and Rebecca Unterman

Northeast

Boston P-3 

The Effects of Enrolling in Oversubscribed Prekindergarten Programs Through Third Grade

Christina Weiland, Rebecca Unterman, Anna Shapiro, Sara Staszak, Shana Rochester, and Eleanor Martin

South

HERC

Availability of and Equity in Access to HISD Pre-K Programs

Erin Baumgartner, Courtney Thrash, and Luis Sanchez

2018

Midwest

MEP

Family Decision Making about 4K Enrollment in MMSD

Beth Graue, Moonjoo Woo, and Jiyeon Lee

Northeast

BERC

Baltimore Youth in Publicly Funded Programs

Faith Connolly, Jeffrey Grigg and Curt Cronister

Northeast

BERC

Predicting Kindergarten Enrollment in Baltimore

Jeffrey Grigg, Michelle Abt, and Faith Connolly

2017

Midwest

MEP

Madison Metropolitan School District Four–Year–Old Kindergarten Program: Patterns of Enrollment

Kaitlyn Young, Erica Ramberg, Leah Awkward-Rich, Kathryn Boonstra, Jill Hoiting, Julianne Snyder, Elizabeth Graue, Eric Grodsky, Amanda Jeppson, and Elizabeth Vaade

South

HERC

Educational Opportunities: Examining Student Differences in Access to High Quality Pre-Kindergarten (Part 2)

Erin M. Baumgartner

2015

Northeast

BERC

Born in Baltimore

Faith Connolly, Jeffrey Grigg, Curt Cronister, and Stephanie D’Souza

YEAR

REGION

RPP

TITLE

AUTHOR(S)

2022

Northeast

NYC ECRN

Instructional Practices and Supports of Emergent Multilingual Learners in Universal Prekindergarten Classrooms in New York City

Tiedan Huang, Chun Zhang, and Caitlin Coe

2020

Midwest

MEP

Engaging with Parents of Multilingual Children: Exploring Multilingual Parents’ Perceptions about Their Children’s Early Care and Education Program and Their Decision-Making about Enrollment and Attendance

Lorena Mancilla and Anna Rhoad-Drogalis

Northeast

PEER

Appropriate Assessment for Multilingual Learners

Clare W. Irwin, Michael J. Strambler, Joanna L. Meyer, and George A. Coleman

Northeast

PEER

Effective Instruction for Multilingual Learners

Joanna L. Meyer, Clare W. Irwin, George A. Coleman, and Michael J. Strambler

Northeast

PEER

Resource List: Engaging the Families of Multilingual Learners in Connecticut

Joanna L. Meyer, Suzanne P. Clement, George A. Coleman, Clare W. Irwin, and Michael J. Strambler

Northeast

PEER

Understanding the Context of Multilingual Learners and Their Families

Joanna L. Meyer, Clare W. Irwin, Michael J. Strambler, and George A. Coleman

YEAR

REGION

RPP

TITLE

AUTHOR(S)

2022

Northeast

MEP

How Does Family Engagement Influence Outcomes for 4K Students?

MEP team

2020

Northeast

Boston P-3

Time Well Spent: Home Learning Activities and Gains in Children’s Academic Skills in the Prekindergarten Year

Meghan McCormick, Amanda Ketner Weissman, Christina Weiland, JoAnn Hsueh, Jason Sachs, and Catherine Snow

2019

Northeast

MEP

Improving the Transition to Kindergarten for Students, Families, and Teachers

Moonjoo Woo, Lauren Lauter, Amanda Jeppson, Beth Graue, Eric Grodsky, and Beth Vaade

South

ERA New Orleans

Can Text Messages Help Families Applying for Early Childhood Education Programs?

Lindsay Weixler, Jon Valant, Daphna Bassok, Justin B. Doromal, and Alica Gerry

2018

West

Stanford-SFUSD

One Step at a Time: The Effects of an Early Literacy Text Messaging Program for Parents of Preschoolers

Benjamin N. York, Susanna Loeb, and Christopher Doss

YEAR

REGION

RPP

TITLE

AUTHOR(S)

2024

Midwest

MEP

Professional Development and Evidence-Based Curricula in 4K Literacy: Recommendations for the Madison Metropolitan School District

Sincere Whaleysmith and Eric Grodsky

2023

South

The Village@FCRR

Literacy Leadership Teams: Supporting Implementation of Evidence-Based Reading and Literacy Practices in Schools

Nicole Patton Terry, Sophie Newton, LaTara O. Lampkin, Julie Baisden, Callie W. Little, M. ReShaun Blake, Rhonda Raines, and Monique Harris

South

The Village@FCRR

Examining Student Reading Achievement in the Heggerty Phonemic Awareness Curriculum

Callie W. Little, Ashley E. Edwards, Monique Harris, Dana Santangelo, and Nicole Patton Terry

Midwest

MEP

MEP Full-Day 4K Evaluation: Examining 4K Classroom Pedagogy

Hailey Love, Kathryn Boonstra, Helen Rosie Miesner, Lauren Lauter, Eric Grodsky, Beth Vaade, Culleen Witthuhn, and Linh Duong

Northeast

Boston P-3

Instructional Alignment is Associated With PreK Persistence: Evidence From the Boston Public Schools

Meghan P. McCormick, Cullen MacDowell, Christina Weiland, JoAnn Hsueh, Michelle Maier, Mirjana Pralica, Samuel Maves, Catherine Snow, and Jason Sachs

Northeast

Boston P-3

Learning Experiences Vary Across Young Children in the Same Classroom: Evidence From the Individualizing Student Instruction Measure in the Boston Public Schools

Christina Weiland, Lillie Moffett, Paola Guerrero Rosada, Amanda Weissman, Kehui Zhang, Michelle Maier, Catherine Snow, Meghan McCormick, JoAnn Hsueh, and Jason Sachs

Northeast

Boston P-3

What If You Miss The First Year of an Aligned Curriculum?

Tiffany Wu, Christina Weiland, Meghan McCormick, Jason Sachs, Anne Taylor, Joann Hsueh, and Catherine Snow

2022

Northeast

Boston P-3

Does Kindergarten Instruction Matter for Sustaining the Prekindergarten (Prek) Boost? Evidence From Individual- and Classroom-Level Survey and Observational Data

Meghan P. McCormick, Mirjana Pralica, Christina Weiland, JoAnn Hsueh, Lillie Moffett, Paola Guerrero-Rosada, Amanda Weissman, Kehui Zhang, Michelle F. Maier, Catherine E. Snow, Emily Davies, Anne Taylor, and Jason Sachs

Northeast

Boston P-3

A New Approach to Sustaining Pre-K Impacts: Leveraging Naturally Occurring Lotteries to Examine a District-Wide Rollout of Instructional Alignment Across Pre-K and Kindergarten

Meghan McCormick, Rebecca Unterman, Mirjana Pralica, Christina Weiland, Amanda Weissman, and JoAnn Hsueh

Northeast

Boston P-3

Content-Rich Instruction and Cognitive Demand in PreK: Using Systematic Observations to Predict Child Gains

Michelle F. Maier, Meghan P. McCormick, Samantha Xia, JoAnn Hsueh, Christina Weiland, Abby Morales, Marina Boni, Melissa Tonachel, Jason Sachs, and Catherine Snow

2021

Northeast

NYC ECRN

Case Studies on Authentic Assessment in PreK for All: Lead Teachers’ Perspectives on Utility, Fidelity, and Applications to Practice

Lacey Peters and Sherryl Browne Graves

South

HERC

Literacy by 3 Classroom Practices and Campus Literacy Growth

Courtney Thrash, Ming Yin, and Erin Baumgartner

South

HERC

Teacher-Reported Literacy by 3 Classroom Practices

Erin Baumgartner and Courtney Thrash

2020

Midwest

MEP

Understanding the Quality of Instruction in Madison 4-Year-Old Kindergarten

Kaitlyn Young, Erica Ramberg, Leah Awkward-Rich, Kathryn Boonstra, Jill Hoiting, Julianne Snyder, Elizabeth Graue, Eric Grodsky, Amanda Jeppson, and Elizabeth Vaade

Midwest

REL Mid-Atlantic

Play as a Teaching Strategy for Children in PreKindergarten to Grade 3: Findings from the Evidence Review

Julieta Lugo-Gil and Myley Dang

Northeast

Boston P-3

Promoting Content-Enriched Alignment Across the Early Grades: A Study of Policies & Practices in the Boston Public Schools

Meghan P. McCormick, Christina Weiland, JoAnn Hsueha, Michelle Maiera, Rama Hagosd, Catherine Snowc, Nicole Leacocke, and Laura Schick

2019

Midwest

MEP

Enhancing the Quality of Instruction in 4K

MEP team

YEAR

REGION

RPP

TITLE

AUTHOR(S)

2024

Midwest

MEP

Post-Project Update: Improving the Transition to Kindergarten

MEP team

2023

Northeast

BERC

Kindergarten Success Fact Book: Baltimore City Schools Kindergarten Classes of 2016-17 to 2021-22

Lieny Jeon, Nat Dewey, Xiangyu Zhao, Briana Bostic, and Marc Stein

2022

Northeast

BERC

Kindergarten Success Fact Book: Baltimore City Schools Kindergarten Classes of 2014-15 to 2019-20

Lieny Jeon, Nat Dewey, Xiangyu Zhao, Briana Bostic, and Marc Stein

South

HERC

Pre-K Choice and School Readiness in HISD

Erin Baumgartner and Courtney Thrash

West

Stanford-SFUSD

Universal Screening of Hunger, Tiredness, and Sickness: Implications for Kindergarten Readiness and Racial/Ethnic Disparities

Lily Steyer, Carrie Townley-Flores, Michael J. Sulik, and Jelena Obradović

2020

Midwest

MEP

Improving the Transition to Kindergarten Through Information Sharing

Lauren Lauter, Moonjoo Woo, Eric Grodsky, M Elizabeth Graue, Beth Vaade, Culleen Witthuhn, Caroline Racine-Giles, and Nicole Shaefer

Northeast

Boston P-3

Can Center-Based Care Reduce Summer Slow-Down Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status

Meghan McCormick, Mira Pralica, Paola Guerrero Rosada, Christina Weiland, Barbard Condliffe, JoAnn Hsueh, Jason Sachs, and Catherine Snow

2019

Midwest

REL Midwest

Children’s Knowledge and Skills at Kindergarten Entry in Illinois: Results From the First Statewide Administration of the Kindergarten Individual Development Survey

Jill Bowdon, Katie Dahlke, Rui Yang, Jingtong Pan, Jill Marcus, and Camille Lemieux

West

Stanford-SFUSD

How Much Regulation? A Fuzzy Regression Discontinuity Analysis of Student Literacy Skills in Prekindergarten vs. Transitional Kindergarten

Christopher Doss

2018

Northeast

BERC

Baltimore Infants and Toddlers Program

Jeffrey Grigg, Faith Connolly, and Charlie Mitchell

Northeast

PEER

Assessing Kindergarten Entry Skills in Connecticut: The Kindergarten Entrance Inventory, 2010-2013

Michael J. Strambler, Clare W. Irwin, Joanna L. Meyer, and George A. Coleman

2017

Midwest

MEP

Preparing the Littlest Learners: Four-Year-Old Kindergarten Enrollment and Kindergarten Readiness in MMSD

Eric Grodsky, Jaymes Pyne, Elizabeth Vaade, Eric Camburn, and Dominique Bradley

YEAR

REGION

RPP

TITLE

AUTHOR(S)

2024

Midwest

MEP

Full Day 4K in Year Two: Understanding Learning Gains for Students

Rebecca Bier, Eric Grodsky, Beth Vaade, and Culleen Witthuhn

2023

Midwest

MEP

Extending the School Day for Our Youngest Scholars: Learning Gains in Full- and Half-Day 4K Classrooms

Rebecca Bier, Rosie Miesner, Eric Grodsky, Beth Vaade, Culleen Witthuhn, and Grady Brown

2022

Midwest

MEP

MEP Full-Day 4K Evaluation: Baseline Data Update

MEP team

Northeast

Boston P-3

Learning More by Measuring More: Building Better Evidence on Pre-K Programs by Assessing the Full Range of Children’s Skills

Meghan McCormick and Shira Mattera

Northeast

Boston P-3

Unpacking Pre-K Classroom Organization: Types, Variation, and Links to School ReadinessGains

Lillie Moffett, Amanda Weissman, Christina Weiland, Meghan McCormick, JoAnn Hsueh, Catherine Snow, and Jason Sachs

West

Stanford-SFUSD

Widely Used Measures of Classroom Quality Are Largely Unrelated to Preschool Skill Development

Meghan E. McDoniel, Carrie Townley-Flores, Michael J. Sulik, and Jelena Obradović

2021

Northeast

Boston P-3

Null Relations Between CLASS Scores and Gains in Children’s Language, Math, and Executive Function Skills: A Replication and Extension Study

Paola Guerrero Rosada, Christina Weiland, Meghan McCormick, JoAnn Hsueh, Jason Sachs, Catherine Snow, and Michelle Maier

2020

Northeast

Boston P-3

Costs of the Boston Public Prekindergarten Program

Sarah Kabay, Christina Weiland, and Hirokazu Yoshikawa

Northeast

Boston P-3

Higher-Quality Elementary Schools Sustain the Prekindergarten Boost: Evidence From an Exploration of Variation in the Boston Prekindergarten Program’s Impacts

Rebecca Unterman and Christina Weiland

Northeast

NYC ECRN

Enhancing the Quality of Infant and Toddler Care in New York City: Variation Across EarlyLearn Settings 

Jeanne L. Reid, Samantha A. Melvin, Sharon Lynn Kagan, and Jeanne Brooks-Gunn

Northeast

NYC ECRN

Quality UPK Teaching in Diverse Settings

Beverly Falk and Mariana Souto-Manning

2019

Northeast

Boston P-3

Quantifying and Predicting Variation in the Medium-Term Effects of Oversubscribed Prekindergarten Programs

Rebecca Unterman and Christina Weiland

Northeast

NYC ECRN

Building a Coherent System for UPK: Differences by Setting and Auspice

Jeanne L. Reid, Sharon Lynn Kagan, and Samantha A. Melvin

Northeast

NYC ECRN

New York City Pre-K Leadership Study

Sheila Smith, Veronica Benavides, and Faith Lamb-Parker

2018

Midwest

MEP

Teacher-Child Interactions, Teacher Beliefs, and Student Outcomes in MMSD 4K Classrooms

Maribeth Gettinger and Kaitlyn Ostrander

Northeast

NYC ECRN

Building a Unified System for Universal Pre-K in New York City: The Implementation of Pre-K for All by Setting and Auspice

Jeanne L. Reid, Sharon Lynn Kagan, Samantha A. Melvin, Bridget F. Healey, and Jeanne Brooks-Gunn

Northeast

NYC ECRN

Enhancing the Quality of UPK Programs: Differences by Setting and Auspice

Jeanne L. Reid, Sharon Lynn Kagan, and Samantha A. Melvin

YEAR

REGION

RPP

TITLE

AUTHOR(S)

2024

Northeast

PEER

Evaluation of the Connecticut Early Childhood Education Workforce Pipeline Pilot

Joanna L. Meyer, Michael J. Strambler, and Suzanne Porco Clement

2023

Northeast

Boston P-3

Professional Development in the Time of COVID-19: Evidence and Insights from Early Educators in the Boston Public Schools

Christina Weiland, Meghan McCormick, Tiffany Wu, Cullen MacDowell, Paola Guerrero-Rosada, Anne Taylor, Catherine Snow, and Jason Sachs

Northeast

NYC ECRN

Supporting New York City’s Early Childhood Educators in a Global Pandemic: Challenges, Innovations, and Implications for Professional Learning

Rachel Abenavoli, Jessica Siegel, Natalia Rojas, Pamela Morris-Perez, and Elise Cappella

2022

Midwest

MEP

Mathematize Your CLASS 2: Supporting 4K Teachers Through Remote Professional Learning Communities

Helen Rose Miesner, Eric Grodsky, Culleen Witthuhn, and Elizabeth Vaade

Northeast

NYC ECRN

Listening to New York City’s ECE Workforce: Towards a More Equitable Post-Pandemic Early Care and Education System

Mark K. Nagasawa

2021

Midwest

REL Midwest

Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK–2 in Chicago Public Schools

Juliette Berg, Megan Silander, Jill Bowdon, Laura O’Dwyer, and Hannah Dunn Grandpre

Northeast

NYC ECRN

A Time Use Study of Site Support Personnel in New York City’s UPK Program

Sharon Ryan and Zijia Li

Northeast

NYC ECRN

Using Data to Improve Quality: Formal and Informal Mechanisms Supporting Professional Development in NYC’s Pre-K for All

Elise Cappella, Travis Cramer, C. Cybele Raver, LaRue Allen, and Pamela Morris

Northeast

REL NEI

Center- and Program-Level Factors Associated With Turnover in the Early Childhood Education Workforce

Meg Caven, Noman Khanani, Xinxin Zhang, and Caroline E. Parker

2020

Midwest

MEP

Mathematize Your CLASS: How Educators and Researchers Co-developed a Professional Development Series for 4K Teachers

Jill Hoiting, Kathryn Boonstra, Julianne Snyder, Elizabeth Graue, Eric Grodsky, Culleen Witthuhn, and Elizabeth Vaade

Midwest

REL Midwest

Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin

Jameela Conway‐Turner, Kyle Fagan, Alexander Mendoza, and Daniyal Rahim

Northeast

NYC ECRN

Infant – Toddler Course Content and the Teacher Education Pipeline in New York State Undergraduate Early Childhood Education Programs

Jennifer M. Gilken, Jennifer M. Longley, and Jillian Crosby

2019

Northeast

NYC ECRN

An Examination of Intrinsic and Extrinsic Factors Influencing Men’s Decisions to Teach Young Children

Jean Yves Plaisir, Kirsten Cole, and Mindi Reich-Shapiro

Northeast

NYC ECRN

Preparing Infant-Toddler Professionals: A Community College’s Perspective

Jennifer M. Longley and Jennifer M. Gilken

2014

South

The Village@FCRR

Pre-Kindergarten Teacher Resource Guide

Beth M. Phillips and Jennifer Levine Phelan

YEAR

REGION

RPP

TITLE

AUTHOR(S)

2023

Northeast

NYC ECRN

Disparities in NYC Preschool Program Ecologies, Equitable Referrals, and Inclusive Practice: Preliminary Findings and Recommendations

Sarika S. Gupta and Xiaohan Zhu

Northeast

Boston P-3

Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement 

Lillie Moffett, Christina Weiland, Meghan P. McCormick, JoAnn Hsueh, Catherine Snow, and Jason Sachs

Northeast

Boston P-3

The Role of Early Schooling in Shaping Inequality in Academic, Executive Functioning, and Social-Emotional Skills

Marissa E. Thompson, Christina Weiland, Meghan P. McCormick, Catherine Snow, and Jason Sachs

Northeast

Boston P-3

What Sustains the Pre-K Boost? New Evidence from Boston Public Schools

Tiffany Wu, Meghan McCormick, Christina Weiland, JoAnn Hsueh, Jason Sachs, and Catherine Snow

Northeast

NYC ECRN

Early Childhood Educators’ Perspectives on Child & Family Transitions Into Preschool in NYC

Annie George-Puskar and Jill Gandhi

2022

Northeast

Boston P-3

Enrollment in Pre-K and Children’s Social-Emotional and Executive Functioning Skills: To What Extent are Associations Sustained Across Time?

Lillie Moffett, Amanda Weissman, Meghan McCormick, Christina Weiland, JoAnn Hsueh, Catherine Snow, and Jason Sachs

2021

Midwest

REL Midwest

Trends and Gaps in Reading Achievement Across Kindergarten and Grade 1 in Two Illinois School Districts

Ashley Lewis Presser, Heather Lavigne, Jill Bowdon, Camille Lemieux, Xinxin Zhang, and Jingyan Xia

2020

Northeast

NYC ECRN

Examining Perceptions of Early Intervention Services in Infant-Toddler Care Settings Across Diverse Urban Neighborhoods

Karen E. McFadden, Jacqueline D. Shannon, and Jahnavi DeSousa

2019

Midwest

REL Mid-Atlantic

Measuring School Performance for Early Elementary Grades for the Maryland

Lisa Dragoset, Cassandra Baxter, Dallas Dotter, and Elias Walsh

Midwest

REL Mid-Atlantic

Using Kindergarten Entry Assessments to Measure Whether Philadelphia’s Students Are On-Track for Reading Proficiently

Jessica F. Harding, Mariesa Herrmann, Elías S. Hanno, and Christine Ross

Northeast

Boston P-3

The Little Kids Down the Hall: Associations Between Broader School Climate, Pre-K Classroom Quality, and Pre-K Children’s Gains in Receptive Vocabulary and Executive Function

Shana E. Rochester, Christina Weiland, Rebecca Unterman, Meghan McCormick, and
Lillie Moffett

West

Stanford-SFUSD

Virtual Reality’s Effect on Children’s Inhibitory Control, Social Compliance, and Sharing

Jakki O. Bailey, Jeremy N. Bailenson, Jelena Obradović, and Naomi R. Aguiar

2018

Northeast

PEER

Kindergarten Performance in Early Literacy: Student, Teacher, and Classroom Factors

Michael J. Strambler, Joanna L. Meyer, Clare W. Irwin, and George A. Coleman

2017

Northeast

PEER

Assessment Use in Early Childhood: A Study of Public and Private Center-Based Classrooms in Southwest Connecticut

Clare W. Irwin, Michael J. Strambler, Joanna L. Meyer, and George A. Coleman

Northeast

PEER

Assessment Use in Early Childhood Classrooms in Southwestern Connecticut: Alignment Between Reported Uses and Intended Uses

Lianne Khoo, Silvana Alarcon, Clare W. Irwin, Michael J. Strambler, and Joanna L. Meyer

West

Stanford-SFUSD

Unique Effects of Socioeconomic and Emotional Parental Challenges on Children’s Executive Functions

Jenna E. Finch and Jelena Obradović